Pre-service Education Programs Research Articles

PRE-SERVICE TEACHER EDUCATORS ASSESSMENT OF ADEQUACY OF GOOGLE CLASSROOM APPLICATION AS TEACHING TOOLS IN TEACHER EDUCATION PROGRAMME NIGERIA

Despite the increasing number of technologies and levels of educational technology provided by teacher education programmes, valid and high-level integration of technology into learning and teaching processes is not still as expected, like the Google classroom for learning. The study purposively investigated the adequacy of the Google classroom application as a teaching tool in the training of pre-service teachers by their educators. Three specific purposes and questions were raised. The study adopted a descriptive survey design. Pre-service teacher educators of the Faculty of Education, University of Ilorin, constituted the target population. A simple random sampling procedure was adopted in the selection of 107 out of 197 Pre-service educators. A -14 item five-point-Likert scale researchers designed a questionnaire with psychometric properties of content validity of 0.90, and a reliability index of 0.81 was used to elicit the needed data from the respondents. The statistics collected were analysed using percentage, mean ranking and standard deviation. Moreover, the findings, among others, revealed that the Google classroom application is not adequate for training pre-service teachers. Thus, it was recommended that the Google classroom application should not be adopted in the teaching of pre-service teachers education programmes since it was found not adequate

Speaking Self-Efficacy of EFL Students of Pre-Service Teaching Program in EFL Classroom Setting

The standing grown of academic self-efficacy as a theoretical framework of independent contributor to task performance of language skills such as speaking has been widely recognized. Considerable amount of researches has also found self-efficacy in EFL context is still roughly challenging. The present research attempts to explain speaking self-efficacy of 35 EFL students of pre-service teaching program who enrolled in speaking advanced class in EFL classroom setting. The result showed the average percentage of student’s self-efficacy in the mastery of speaking skill was 79% which was high. The highest point of those questionnaires was students believed on their personal ability in the mastery of speaking skill (82%). while the lowest point of questionnaires was factors’ influencing students’ in public speaking in EFL classroom setting (77%). The average percentage of students’ self-efficacy in the mastery of speaking skill can grow with effort was categorized as high scale (79%). This research also revealed that students’ sources of self-efficacy based on their positive experiences of task accomplishments, observing role model performances, verbal persuasions, their effort, persistence/resilience that they exerted when obstacles arise, and emotional states. Self-efficacy level of one student with another’s was different despite having the same score and it has nothing to do with gender. Individuals with high levels of self-efficacy approach difficult tasks as challenges to master rather than as threats to be avoided

Developing Preservice Teachers’ Expertise in Evaluating and Adapting Mathematics Lesson Plans

To provide appropriate and effective instructional supports to students with disabilities, special education preservice teachers require development of expertise in the design and delivery of specially designed lessons. It is critical that special education preservice education programs provide students ample opportunities to learn how to evaluate and adapt lesson plans through the application of the elements of explicit instruction. In this article, we explain how to develop preservice teachers’ expertise in the evaluation and adaptation of mathematics lesson plans with the elements of explicitness to better support students with disabilities. The example activity and assignments provided are anchored in the context of a university math methods course and include all necessary materials.

The Study of the Effectiveness of Coaching Program for Pre-service Teachers to Communicative Listening-Speaking Skills

This study aimed to investigate the effectiveness of the coaching program in communicative listening-speaking skills for pre-service teachers. The subjects for the study were 20 pre-service teachers. They were coached for 18 hours (3 consecutive days). The instruments were coaching plans, a pre-post evaluation to test the pre-service teachers’ knowledge on communicative listening-speaking skills, an evaluation form to assess the pre-service teachers’ performance and a questionnaire on the effectiveness of the coaching program. The data gathered was statistically analyzed by mean and t-test. The findings of this study revealed that: 1) The pre-service teachers’ knowledge and understanding of listening-speaking skills through Communicative language teaching activities were significantly increased at .01 level. 2) The pre-service teachers’ performance in teaching listening-speaking skills got an increased rate at 4.52 level. 3) The quality of the coaching program garnered an effectiveness rate at 4.70 level. 4) The satisfaction questionnaire was at the highest increase rate at the 4.74 level. The coaching program was a viable process. The coach keenly directed the program with a well-thought-out plan about the objectives and goals. The program’s substance and exercises outfitted the pre-service teachers’ information and comprehension of the hypothesis and practice that brought pre-service teachers’ execution in educating listening-speaking aptitudes. At long last, a compelling coach who has a ton of involvement in educator professional advancement can break the ice between the coach and pre-service teachers to accomplish informative Listening-Speaking educating abilities during teaching practicum before the pre-service teachers can genuinely be professional teachers in the future.

THE IMPORTANCE OF DEVELOPING TEACHERS' ASSESSMENT LITERACY COMPETENCE

The following article is based on the action research done among English as foreign language (EFL) educators to identify the language assessment literacy level; hence, educational assessment has always been an integral element of teaching. The principle aim in undertaking the following research was to investigate the language assessment level of EFL teachers at Higher Educational Institutions (HEI) and mitigate the barriers to success in gaining procedural/ conceptual level of assessment literacy. There are many studies on language assessment literacy, taking the definition of assessment literacy as the root and focusing on the competence of language teachers, there exist several definitions. They will include a range of skills related to the test production, test score analysis, and the roles/ functions of assessment in education and society. The following research was undertaken with the help of two data collection methods: qualitative and quantitative. Qualitative method helped to identify the perception of teachers the language testing and assessment and generate the answers. Test with authentic and contextualized scenarios was used as quantitative method. Both data helped to identify the level of teachers’ assessment literacy. A total of 103 EFL educators from three language universities: Uzbekistan state university of world languages, Samarkand state institute of foreign languages and Nukus state pedagogical institute named after Ajiniyaz, were involved in the study. The result showed that the gap between subject matter knowledge and pedagogy of assessment can be bridged by aligning pre-service and in-service teacher programs. The consistency in developing teachers’ language assessment competence can be reached if conducting a clear and well-developed assessment course in practicing classroom assessment.

Tools to Support Classroom Settings: Perceptions of EFL Students on ICT Usage during Pre-Service Teaching Program

ICT is used in the classroom context to help pre-service teacher or practicum teachers to know more learning materials beyond the textbooks. This study aims at investigating perceptions using ICT in the learning process during their pre-service teaching program. This survey research was taking EFL students at the English Education Department, Universitas Lancang Kuning, who conducted practice teaching or pre-service teaching at other schools in the province. Sixty-four students participated in this study. A set of questionnaires, with a Likert scale of 20 items and closed-ended five questions, was used to collect the data to ask their perception in ICT use during practice teaching at schools, the academic year 2019-2020. Some questionnaire items were adopted and developed from (Zare-ee 2011). The findings reveal that most pre-service teachers (90%) used ICT in the classroom. The analysis using statistical analysis (SPSS ver. 20), it was found that the mean score at 4.08 with a standard deviation value at 0.144 categorized High level. The score of standard deviation means that all of the respondents' answers are the same agree or homogenous. It means that pre-service teachers agree on the importance of using ICT in the classroom's learning process and acting as supportive tool to grasp meaningful English learning resources, especially in classroom settings.

Developing a Values Teaching Education Program for Preservice Teachers and Evaluating its Effectiveness

The aim of this project was to develop an 8-week values education program and evaluate how well it raises preservice teachers’ awareness of values education. This was an experimental and qualitative study conducted in April - May 2019 in eight 70-minute lectures at the Faculty of Education of Manisa Celal Bayar University. An 8-week values education program was developed, then, its effectiveness was evaluated using an experimental pretest-posttest control group design. The sample consisted of 47 students (35 females, 12 males) randomly assigned to two groups: Data were collected using a demographic characteristics form and the Schwartz Value Survey, which consists of 56 values. The values education program was based on eight values derived from the Schwartz Value Survey. A qualitative research method was also used. Data were collected through semi-structured interviews conducted by the researchers. Research results showed that The Values Teaching Educational Program-developed by researchers- had a positive effect on values such as responsibility, social justice, modesty, open-mindedness, protecting environment, honesty, and helpfulness. But it was not found statistically significant difference between control group and experimental group over “successful” value. The qualitative results also show that the values education program met participants’ expectations and improved their perceptions and awareness of values and their motivation to put them in practice. Lastly, the values education program helped the experimental participants develop positive views of the program itself and its content, material, activities, duration and the group leader.

EFL Learners of Pre-Service Teacher Programs’ Knowledge of Collocation and Their Perceptions on Collocation

This paper was aimed to find out: (1) EFL learners of pre-service teaching program’s knowledge of collocation, and (2) EFL learners of pre-service teaching program’s perception about their knowledge of collocation and on collocation teaching in EFL setting. The data was collected from EFL learners of pre-service teaching programs of IKIP Muhammadiyah Maumere in Maumere East Nusa tenggara, Indonesia. To collect the data, a multiple choice of collocation test that consisted of thirty items was administered and 9 item of questionnaires about their perception toward collocation teaching materials, collocation learning methods, and collocation teaching techniques. The findings revealed that the average percentage of EFL learners of pre-service teaching program’s collocation errors through statistical analysis using SPSS 25.0 was 51, 50% (an average of 4.85 errors per participants). It was identified that 56.30% grammatical errors (an average of 10.68 errors per participants) and 42.60% lexical errors (an average of 10.54 errors per essay) were found. This implies that the most frequently committed errors were in the grammatical category. The study also revealed that 80% of EFL learners of pre-service teaching program agreed that the role of collocation in teaching and learning vocabulary was very important. 43% of them mostly learn collocations from the course book. They agreed that the most suitable level to learn o r teach collocations are from around elementary. They learn collocation bacause It is important for language proficiency while 30% of them said that techniques do you use in learning collocations was through translating. 40% of them agreed that reading was language skill(s) would be the most effective in learning collocations. The causes their collocational errors were 43% of them agreed that there is interference from Indonesian.

A Socio-Pragmatic Analysis of Social Media Comments on Online Learning at the Time of COVID 19

This paper was aimed to find out: (1) EFL learners of pre-service teaching program’s knowledge of collocation, and (2) EFL learners of pre-service teaching program’s perception about their knowledge of collocation and on collocation teaching in EFL setting. The data was collected from EFL learners of pre-service teaching programs of IKIP Muhammadiyah Maumere in Maumere East Nusa tenggara, Indonesia. To collect the data, a multiple choice of collocation test that consisted of thirty items was administered and 9 item of questionnaires about their perception toward collocation teaching materials, collocation learning methods, and collocation teaching techniques. The findings revealed that the average percentage of EFL learners of pre-service teaching program’s collocation errors through statistical analysis using SPSS 25.0 was 51, 50% (an average of 4.85 errors per participants). It was identified that 56.30% grammatical errors (an average of 10.68 errors per participants) and 42.60% lexical errors (an average of 10.54 errors per essay) were found. This implies that the most frequently committed errors were in the grammatical category. The study also revealed that 80% of EFL learners of pre-service teaching program agreed that the role of collocation in teaching and learning vocabulary was very important. 43% of them mostly learn collocations from the course book. They agreed that the most suitable level to learn o r teach collocations are from around elementary. They learn collocation bacause It is important for language proficiency while 30% of them said that techniques do you use in learning collocations was through translating. 40% of them agreed that reading was language skill(s) would be the most effective in learning collocations. The causes their collocational errors were 43% of them agreed that there is interference from Indonesia.

Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers

Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analy­sis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.

“Just in the Need That I Saw”: Exploring Black Male Teachers’ Pathways into Teaching

ABSTRACT Calls for the increased recruitment of Black male teachers continue to abound in both education and popular discourse. An underpin of this call is the potential contributions that Black male teachers can make with Black male students by serving as critical institutional agents or even role models. Less attention, however, has been paid to Black men’s orientations toward teaching and how they make sense of their work as teachers. Using a philosophy of Black education approach, the current study examines the teaching experiences of three Black male teachers with particular attention given to their pathways into teaching and their decisions to work at Padmore Academy (pseudonym), an all-Black male academy. My findings suggest that these Black men view teaching through a communal lens and identify teaching Black boys through a holistic and relational approach as a critical need in Black communities. More particularly, they identified entering the teaching profession as a “calling” and, in deciding to work at Padmore Academy with its all-Black male student population, as part of an educational movement that could repair, enhance, and strengthen various aspects of Black communities. Implications are provided for preservice teacher programs in supporting Black boys and men considering teaching.

Making a Debut in Teaching: Uncovering Prospective Teachers' First-time Teaching Experiences in Schools

First-time teaching is a transitional phase for novice teachers and it is an exciting experience and challenging task that needs to examine qualitatively. The purpose of the study is to explore prospective teachers' teaching experience as they practically live through teaching in the classroom for the first time in their lives. The phenomenological research approach was employed to explore the lived experience of thirteen teachers who were selected purposively from public and private schools in a district of the province of Punjab, Pakistan. Data were collected by interviewing the participants in an open-ended form of questions. The emergent main themes include debut in the classroom, managing classrooms, providing instructions, supported by cooperative teachers and support from school. The analysis of the themes and sub-themes revealed that prospective teachers experienced teaching quite differently from their expectations. The handling of the teaching situation became both challenging and exciting for them. The results have implications for prospective and novice teachers and educators, school administrators and experts of pre-service teacher programs who can make a plan to improve teaching conditions and enrich teaching experiences in the schools.

The Influence of International Pre-Service Teaching Program Towards Students’ Speaking Ability at University of Muhammadiyah Makassar

The objective of the research is to find out the influence of International Pre-service Teaching Program toward students’ speaking English ability at Makassar Muhammadiyah University. The researcher applied descriptive qualitative research. The population of the research was the students who join International Pre-service Teaching Program (P2K International) at Makassar Muhammadiyah University. The researcher used total sampling technique. The population consisted of 15 students who joined in 2014 and 13 students who joined in 2015. The result of the research data showed that there were 25.31% students chose Strongly Agree from 237 items in positive statement and 37.14% Agree, 27.85% Undecided, 5.90% Disagree, and then 3.80% students chose Strongly Agree. While 1.57% students chose Strongly Agree from 254 items in negative statement and 10.24% Agree, 21.26% Undecided, 23.63% Disagree, and then 43.30% students chose Strongly Agree. In self-confidence aspect they feel no worry anymore to speak in public, in grammar they can not deny that their grammar become better, in fluently their English speaking is not slow as beginner, and their vocabulary significantly enriched after the program. All these aspects lead the students to become speaker especially in English. Having analyzed the data, it can be concluded that Pre-service teaching international program has significantly influence and improved the students’ English speaking ability at Makassar Muhammadiyah University.

The Influence of International Pre-Service Teaching Program towards Students' Speaking Ability at Muhammadiyah University of Makassar

The Influence of International Pre-Service Teaching Program towards Students' Speaking Ability at Muhammadiyah University of Makassar

Pre-service Teachers’ Beliefs about Language Learning Inventory (BALLI) on Bilingualism: Getting Insights to Developing Knowledge

The goal of pre-service teacher (PST) programs is to provide students with pragmatic working experience and pedagogy that they need for becoming eligible teachers. In a bilingual classroom, however, some perspectives about second language learning (SLL) held by PSTs are too arbitrary. To assist PSTs in developing concepts of second language acquisition as related to educational settings and to cultivate PSTs’ burgeoning educational beliefs, this study was conducted using the Beliefs About Language Learning Inventory (BALLI). Seventeen PSTs who were enrolled in a university located along the southern U.S. border provided data for the present study. Three of the 27 belief statements included in the BALLI survey were critically analyzed. This critical analysis explored why certain PSTs’ beliefs about second language learning diverged from social reality at schools. Based on the analysis and results from our findings, suggestions about how to improve the bilingual education for PSTs are provided.

Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand

PurposeResearch on school leadership has confirmed that principals influence teacher and student learning by building an “academic-focused ethos” in their schools. In this study, our objective was to examine if and how the learning-centered leadership of principals influenced academic optimism of teachers and the resulting effects on their engagement in professional learning. More specifically, we examined this hypothesized set of leadership effects among teachers and principals in high schools located in Thailand.Design/methodology/approachThe study was conducted with 1,763 teachers and 152 principals from 159 randomly selected, medium size secondary schools located in Thailand. The research employed multi-level structural equation modeling and bootstrapping analyses in order to test and explore these relationships in a mediation model of school leadership effects on teacher professional learning through academic optimism.FindingsResults of this study reinforce prior research which has found that principal leadership can have significant direct and indirect effects on the professional learning of teachers. This finding is important because, as elaborated earlier, scholars believe that teacher professional learning is a key to sustainable improvement in schools. More specifically, our results extend prior research in two ways. First, as the first study to link Learning-Centered Leadership with Academic Optimism, this study extends findings that point to the role of school leadership in sustaining a culture of academic optimism in schools. Second, this study also established Academic Optimism as a mediator through which school leadership supports Teacher Professional Learning.Research limitations/implicationsAlthough our results support a positive conclusion concerning the effects of school leadership and academic optimism on teacher learning, this was a cross-sectional study. Therefore, caution must be exercised before drawing causal attributions. For example, research has also found that teachers who work in schools that evidence features of a professional learning community are more likely to have a greater sense of collective teacher efficacy, a variable that is also associated with Academic Optimism. Therefore, although our study proposed Academic Optimism as the mediator and teacher professional learning as the dependent variable, it is also possible that this relationship could be reversed or reciprocal (i.e. mutually reinforcing). Future research should continue to examine these possibilities using longitudinal and/or experimental research designs that enable clearer delineation of causal relationships. We also suggest the utility of qualitative and mixed methods studies capable of exploring in greater depth the mechanisms through which school leadership contributes to productive teacher learning.Practical implicationsThere is a need in Thailand, and elsewhere, to redefine the formal roles and professional standards of school leaders to include learning-centered practices. These standards should be embedded into the redesign of pre-service and in-service education programs for teachers and principals. We believe that, at present, relatively few school leaders in Thailand genuinely understand the meaningful impact they can have on teacher learning, and by extension, on student learning. Thus, there is a need for systemic change that recasts the nature of leadership expected from principals as well as the level of lifelong learning expected of teachers.Originality/valueThe findings from this research contribute to an evolving knowledge base on how school leaders influence teacher learning in different national contexts. The research also extends prior research by exploring the role of academic optimism as a mediator of school leadership effects on teacher learning.

Teachers’ Experiences With Difficult Bullying Situations in the School: An Explorative Study

Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We used data from individual in-depth interviews conducted with 38 Dutch elementary school teachers. Qualitative analysis showed that teachers experienced difficulties in (a) identifying bullying that happens out of sight, (b) estimating the seriousness of a reported incident, (c) addressing persistent aggressive and bullying behavior, and (d) finding solutions with parents to reduce bullying. Teachers used a variety of strategies in their efforts to address these situations. The results give insight into teachers’ needs regarding specific training and support in anti-bullying programs and preservice teacher programs.

Enhancing Students – Pre Service Teacher Interaction Using First Language (L1) in English for Young Learners (EYL) Classes

For any different objectives of teaching EYL at primary schools in Indonesia, qualified EYL teachers are urgently needed. Pre-service teaching program is expected to provide experience of using proper English language in classroom setting. This case study aimed at describing the first language (L1) instruction used by the pre-service teachers of English for Young Learners (EYL) at the Universitas Muhammadiyah Malang (UMM). The findings depicted that L1 was used as a language of instruction to explain the materials and to clarify the instruction given in L2. It is recommended for the pre-service teachers of EYL to use L2 with demonstration, L2 Context Clues, and L1 translation. Ultimately, the use of L1 in L2 teaching is mandatory to communicate the topic and enhance the students - pre-service teacher interactions. As for meeting the purpose of interaction, the use of L1 should involve actional, conversational, and non-verbal competences. In the long run, the impact of L1 in L2 learning in earlier levels can be recognized from good interpersonal communication in English.

Case Study of Job Crafting Program for Pre-Service Teacher

이 연구는 예비교사들이 참여하는 교육실습이 보다 의미있는 교육기회가 될 수 있도록 교육실습 전에 ‘예비교사를 위한 잡크래프팅’ 프로그램을 실행하여 그 효과를 확인하고 프로그램의 강점과 개선사항을 도출하는 데 목적이 있다. 이를 위해 ‘교사용 잡크래프팅 프로그램’을 예비교사들의 상황에 맞게 수정하여 예비교사들을 대상으로 교육실습 참여 전에 실행하였다. 예비교사들의 잡크래프팅 수준의 추이를 파악하기 위해 3차(잡크래프팅 교육 전, 후, 교육실습 후)에 걸쳐 예비교사들을 대상으로 잡크래프팅 검사를 수행하였다. 잡크래프팅 검사 결과, 예비교사들의 잡크래프팅 수준은 프로그램 실행 전<프로그램 실행 후<교육실습 후로 점차 높아졌다. 프로그램에 참여한 예비교사들은 잡크래프팅 프로그램이 자기이해, 교직이해, 교직직무수행 측면에서 도움을 주어 교직에 대한 의미를 확인하고 교육실습이 보다 주도적으로 이루어지는 데 도움이 되었다고 평가하였다. 이와 함께 잡크래프팅 프로그램이 효과적으로 운영될 수 있도록 구체적인 가이드라인 제공, 사전준비활동 제공, 성찰활동 추가, 상호작용 및 피드백 시간 확대가 필요하다고 하였다. 예비교사를 위한 잡크래프팅 프로그램은 예비교사들이 교사로서의 소명의식을 구체화하고 자신과 직무에 대한 이해를 높여 교육실습 및 이후 교사로서의 직무수행에 긍정적인 도움을 줄 것으로 기대할 수 있다.The purpose of this study is to execute a job crafting program for pre-service teachers and to identify its effects while drawing out the strengths and improvements of the program so that the educational practice can be a more meaningful educational opportunity. To this end, the Teacher Job Crafting Program was modified to suit the needs of pre-service teachers and they participated in this program before the standard teacher training. In order to analyze the effectiveness of the program, job crafting tests were conducted for preliminary teachers in three stages (before and after the job crafting program and after teaching practice). The results indicate that the level of job crafting of pre-service teachers increased slightly after the program and significantly after teaching practice. The pre-service teachers evaluated that the job crafting program helped them to understand themselves, their teaching, and perform their teaching duties, thereby helping them to identify the meaning of the teaching profession and to make their teaching practice more proactive. In addition, it was suggested to provide specific guidelines, preliminary preparation activities, add reflection activities, and increase interaction and feedback time so that job crafting programs can be more effectively operated. This job crafting program for pre-service teachers is expected to help pre-service teachers with their calling by increasing their abilities as teachers and in implementing future job crafting.

INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.